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Unit outline_

OCCP2103: Occupational Performance at School

Semester 2, 2022 [Normal day] - Camperdown/Darlington, Sydney

For children and young people who experience challenges participating in activities associated with school, occupational therapy can assist to enhance, restore, and maintain school performance. In this unit of study students learn how to provide collaborative occupational therapy services within inclusive education contexts with the goal of enhancing participation in all school activities. Specifically, students: obtain an understanding of human development in middle to late childhood; have opportunities to study the impact of motor, sensory, cognitive, and social challenges to children's school performance; and learn specific occupational therapy assessment, intervention, and evaluation methods which are relevant to the school context. This unit includes learning activities that will contribute to practice education hours.

Unit details and rules

Academic unit Participation Sciences
Credit points 6
Prerequisites
? 
OCCP1103 and OCCP1105 and OCCP1104 or (OCCP1096 and OCCP1097 and OCCP1098)
Corequisites
? 
None
Prohibitions
? 
OCCP3076
Assumed knowledge
? 

OCCP1101 and OCCP1102

Available to study abroad and exchange students

No

Teaching staff

Coordinator Julianne Challita, julianne.challita@sydney.edu.au
Lecturer(s) Julianne Challita, julianne.challita@sydney.edu.au
Ryan Chen, ryan.chen@sydney.edu.au
Type Description Weight Due Length
Skills-based evaluation Case based assignment
Intervention plans
30% Formal exam period
Due date: 22 Nov 2022 at 23:59
1500 for each intervention plan
Outcomes assessed: LO2 LO9 LO8 LO7 LO5 LO4
Participation hurdle task Attendance for classes
Students need to attend 90% of tutorials (unless documentation provided)
0% Multiple weeks n/a
Outcomes assessed: LO1 LO9 LO8 LO7 LO6 LO5 LO4 LO3 LO2
Assignment Client example: Transition to high school intervention plan
An intervention plan to assist a student transitioning to high school.
20% Week 07
Due date: 13 Sep 2022 at 23:59
1500-2000 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Skills-based evaluation hurdle task Practical skills portfolio
Practical assessment and reflection. Hard copy submission required.
50% Week 12
Due date: 25 Oct 2022 at 11:00
1500 words
Outcomes assessed: LO2 LO7 LO6 LO5 LO4
hurdle task = hurdle task ?

Assessment summary

  • Client example: transition to high school: Information will be provided about a young person with a physical disability who has been referred to occupational therapy for assistance with the transition to high school. Students will develop an intervention plan to ensure physical and social access.

  • Practical skills portfolio: Students will complete a range of practical activities relevant to the tasks that an occupational therapist working in schools would need to complete. This assessment involves preparation for and administration of 5 school-based assessments with a typical child between the ages of 6 and 8. Students will then complete a reflective summary of their learning and performance.

  • Cased based assignment: Students will be provided with assessment information on two children who are having difficulties with occupational performance at school (Narrative and videotape data). Students will interpret the assessment information and generate two goals and appropriate occupational therapy intervention plans that could be implemented within the school context to achieve enhanced self-care, play, and academic performance in the school setting. 

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

 

Distinction

75 - 84

 

Credit

65 - 74

 

Pass

50 - 64

 

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

 

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 School and occupational therapy; Legislation, policy, and contextual considerations Lecture and tutorial (3 hr) LO1 LO3 LO4 LO5 LO6 LO8
Week 02 Access to the school environment Lecture and tutorial (3 hr) LO1 LO3 LO4 LO5 LO7 LO9
Week 03 Physical aspects of the school environment Lecture and tutorial (3 hr) LO1 LO3 LO5 LO7 LO9
Week 04 Students who experience gross motor difficulties at school Lecture and tutorial (3 hr) LO2 LO3 LO4 LO5
Week 05 Students who experience gross motor difficulties at school Lecture and tutorial (3 hr) LO2 LO3 LO4 LO5
Week 06 Sensory processing and occupational performance at school Lecture and tutorial (3 hr) LO2 LO4 LO5 LO7
Week 07 Sensory processing and occupational performance at school Lecture and tutorial (3 hr) LO2 LO4 LO5 LO7 LO9
Week 08 Handwriting and tool use at school Lecture and tutorial (3 hr) LO2 LO3 LO5 LO6
Week 09 Handwriting and tool use at school Lecture and tutorial (3 hr) LO2 LO7 LO8
Week 10 Cognitive aspects of school performance Lecture and tutorial (3 hr) LO2 LO3 LO4 LO6
Week 11 Cognitive aspects of school performance Lecture and tutorial (3 hr) LO2 LO7 LO8
Week 12 Social competence- self regulation Lecture and tutorial (3 hr) LO1 LO2 LO3 LO5 LO7
Week 13 Social competence and resilience Lecture and tutorial (3 hr) LO1 LO2 LO3 LO5 LO6 LO7

Attendance and class requirements

Students are expected to attend all classes live and required to attend 90% of tutorials to pass this unit of study.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Weekly readings are available on Canvas under the relevant week.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Demonstrate knowledge of the structure and function of the Australian Education System, expectations of children’s performance relative to the Australian National Curriculum (Primary School), and the role of therapists within the educational sector.
  • LO2. Develop assessment and intervention plans that reflect the roles and functions of an occupational therapist in an education setting considering the impact of laws, policies, and individual school/agency cultures.
  • LO3. Analyse the occupational roles, routines and tasks required of students in primary school, high school and tertiary education systems as they relate to the changing educational expectations over time.
  • LO4. Identify barriers and enablers specific to performance of occupational roles, routines and tasks in educational settings and develop plans to address individual student needs in those areas.
  • LO5. Identify barriers to school participation that are related to sensory, cognitive, biomechanical, psychological, social and cultural dimensions of the educational context and develop plans that leads to environmental support.
  • LO6. Analyse how knowledge of the specific cultural, social and educational needs of Aboriginal and Torres Strait Islander students can be incorporated into a strengths-based assessment of school performance.
  • LO7. Identify, prioritise and justify interventions that address occupational needs of students in consideration of school personnel, resources and school environments (human & non-human).
  • LO8. Develop plans to address occupational needs of Aboriginal and Torres Strait Islander students which include their caregivers and other community members in all decisions regarding the planning, delivery and evaluation of primary and secondary occupational performance at school.
  • LO9. Develop plans to address barriers and to support enablers during key transitions in educational settings (primary to high school, school to tertiary study).

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Australian occupational therapy competency standards 2018 - OTBA
1.2. Adheres to legislation relevant to practice
1.8. Adheres to all work health and safety, and quality requirements for practice
2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
2.2. Applies theory and frameworks of occupation to professional practice and decision-making
2.6. Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development
3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
LO2
Australian occupational therapy competency standards 2018 - OTBA
1.13. Manages resources, time and workload accountably and effectively
1.3. Maintains professional boundaries in all client and professional relationships
1.5. Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups
1.8. Adheres to all work health and safety, and quality requirements for practice
2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
2.2. Applies theory and frameworks of occupation to professional practice and decision-making
2.3. Identifies and applies best available evidence in professional practice and decision-making
2.6. Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development
2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice
3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals
3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context
4.7. Obtains informed consent for practice and information-sharing from the client or legal guardian
LO3
Australian occupational therapy competency standards 2018 - OTBA
1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice
3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes
3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals
3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context
LO4
Australian occupational therapy competency standards 2018 - OTBA
1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice
1.8. Adheres to all work health and safety, and quality requirements for practice
2.2. Applies theory and frameworks of occupation to professional practice and decision-making
2.3. Identifies and applies best available evidence in professional practice and decision-making
2.6. Maintains and improves currency of knowledge, skills and new evidence for practice by adhering to the requirements for continuing professional development
2.8. Reflects on practice to inform current and future reasoning and decision-making and the integration of theory and evidence into practice
2.9. Maintains knowledge of relevant resources and technologies, and
3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes
3.13. Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and
3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals
3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
LO5
Australian occupational therapy competency standards 2018 - OTBA
1.13. Manages resources, time and workload accountably and effectively
1.2. Adheres to legislation relevant to practice
1.7. Collaborates and consults ethically and responsibly for effective client-centred and interprofessional practice
1.8. Adheres to all work health and safety, and quality requirements for practice
3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes
3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
3.13. Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and
3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals
3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
3.7. Reflects on practice to inform and communicate professional reasoning and decision-making
4.11. Identifies and articulates the rationale for practice to clients and relevant others.
4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context
4.5. Complies with legal and procedural requirements for the responsible and accurate documentation, sharing and storage of professional information and records of practice
LO6
Australian occupational therapy competency standards 2018 - OTBA
1.5. Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups
1.6. Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples
2.2. Applies theory and frameworks of occupation to professional practice and decision-making
2.5. Maintains current knowledge for cultural responsiveness to all groups in the practice setting
3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections
LO7
Australian occupational therapy competency standards 2018 - OTBA
1.13. Manages resources, time and workload accountably and effectively
1.8. Adheres to all work health and safety, and quality requirements for practice
2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
2.2. Applies theory and frameworks of occupation to professional practice and decision-making
3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes
3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals
3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
3.8. Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
4.1. Communicates openly, respectfully and effectively
4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context
4.7. Obtains informed consent for practice and information-sharing from the client or legal guardian
LO8
Australian occupational therapy competency standards 2018 - OTBA
1.3. Maintains professional boundaries in all client and professional relationships
1.5. Practises in a culturally responsive and culturally safe manner, with particular respect to culturally diverse client groups
1.6. Incorporates and responds to historical, political, cultural, societal, environmental and economic factors influencing health, wellbeing and occupations of Aboriginal and Torres Strait Islander Peoples
2.3. Identifies and applies best available evidence in professional practice and decision-making
2.4. Understands and responds to Aboriginal and Torres Strait Islander health philosophies, leadership, research and practices
2.5. Maintains current knowledge for cultural responsiveness to all groups in the practice setting
3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals
3.6. Seeks to understand and incorporate Aboriginal and Torres Strait Islander Peoples’ experiences of health, wellbeing and occupations encompassing cultural connections
LO9
Australian occupational therapy competency standards 2018 - OTBA
1.1. Complies with the Occupational Therapy Board of Australia’s standards, guidelines and Code of conduct
1.3. Maintains professional boundaries in all client and professional relationships
2.1. Applies current and evidence-informed knowledge of occupational therapy and other appropriate and relevant theory in practice
3.1. Addresses occupational performance and participation of clients, identifying the enablers and barriers to engagement
3.10. Reviews, evaluates and modifies plans, goals and interventions with the client and relevant others to enhance or achieve client outcomes
3.12. Uses effective collaborative, multidisciplinary and interprofessional approaches for decision-making and planning
3.13. Uses appropriate assistive technology, devices and/or environmental modifications to achieve client occupational performance outcomes, and
3.14. Contributes to quality improvement and service development.
3.2. Performs appropriate information gathering and assessment when identifying a client’s status and functioning, strengths, occupational performance and goals
3.3. Collaborates with the client and relevant others to determine the priorities and occupational therapy goals
3.4. Develops a plan with the client and relevant others to meet identified occupational therapy goals
3.5. Selects and implements culturally responsive and safe practice strategies to suit the occupational therapy goals and environment of the client
3.8. Identifies and uses practice guidelines and protocols suitable to the practice setting or work environment
4.1. Communicates openly, respectfully and effectively
4.11. Identifies and articulates the rationale for practice to clients and relevant others.
4.2. Adapts written, verbal and non-verbal communication appropriate to the client and practice context
4.4. Uses culturally responsive, safe and relevant communication tools and strategies
4.9. Uses effective communication skills to initiate and end relationships with clients and relevant others

This section outlines changes made to this unit following staff and student reviews.

This is the first time this unit has been offered.

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